2016 Lake Munmorah High School Annual Report · 2017-05-02 · On 16th€August 2016 our school will participate in external validation. ... (Resources) 50% of Year 9 (47.5% in 2015)

Lake Munmorah High SchoolAnnual Report

2016

8279

Printed on: 2 May, 2017Page 1 of 19 Lake Munmorah High School 8279 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Lake Munmorah High School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Lindsay West

Principal

School contact details

Lake Munmorah High SchoolCarters RdLake Munmorah, 2259www.lakemunmor-h.schools.nsw.edu.aulakemunmor-h.school@det.nsw.edu.au4358 1411


School background

School vision statement

Our vision is to create a school that makes a difference – a school where every member of the school community: • accepts their responsibilities • values learning • strives for improvement • works together in caring, committed partnerships

To support this vision our school community established the following set of beliefs based on our school motto:

Setting the Standard

We believe that: • we all have the right to learn/the right to teach • we accept responsibility for our learning and behaviour • learning should be enjoyable in a caring and secure environment • people and property should be respected and valued • achievements should be valued and recognised • positive relationships are built on communication and co–operation •

School context

Lake Munmorah High School is a modern comprehensive high school established in 2000. The school population iscomprised of approximately 730 students, 52 of whom identify as Aboriginal or Torres Strait Islander. A large percentageof students are from an English speaking background.

The FOEI (Family Occupation and Education Index) is 132, indicating significant socio–economic and educationaldisadvantage. The parent community appreciate the effective support and guidance provided to their children in selectingappropriate educational and employment pathways. The school’s student wellbeing, curriculum and teaching andlearning programs recognise and proactively address identified aspects of disadvantage.

The grounds of the school are extensive and well maintained and teaching facilities include a commercial standardkitchen, trade training centre (construction) workshops and a performance space. The school hosts a special educationsupport unit for students with identified autism spectrum disorders, emotional disturbances and intellectual disabilities.

Students are able to access the Internet and the school Intranet from all learning areas and many learning spaces areequipped with interactive whiteboards.

The extensive HSC curriculum at the school is delivered in a compressed format known as the 3+3 model, with studentsundertaking three stage 6 courses in each of Years 11 and 12.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This year, our school undertook self–assessment using the School Excellence Framework and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

On 16th August 2016 our school will participate in external validation. In preparation for this meeting the required body ofevidence has been prepared, reviewed and annotated. The Executive Summary synthesises the annotated informationprovided in the body of evidence.

In the School Excellence Framework domain of Learning the school has collected evidence to justify assessing our


performance as Delivering. Data and documentation from TTTM, NCCD, Student profiles, Website records, NAPLANand HSC–RAP have been reviewed and presented in the form of Evidence Sets focussing on key areas of schooloperation, namely Learning Support Team, Communication, Welfare and Discipline and Student Learning. The school’sfocus has been on learning culture, wellbeing, and curriculum and learning. The embedding of a positive learning culturehas been enhanced through a deep understanding of, and a shared commitment to, high expectations across the schoollearning community. A focus on strategies to improve students’ readiness to engage with their learning continues toeffectively support and improve classroom culture. Evidence exists that students are taking greater responsibility for theirbehaviour and that as a result, students enjoy improved quality learning time. Efforts to provide students clearexpectations and skills to interact with staff and with one another in a respectful manner have shown positive results witha continuing decline in the frequency of events requiring school disciplinary interventions. The wellbeing of students issupported by a coordinated team of specialist staff and services including attendance, counselling and bullyingintervention programs. Students also enjoy access to an onsite GP Youth Health Clinic. In curriculum and learning, thereis heightened awareness of, and commitment to, personalised and differentiated learning and support for every studentto succeed. This has been supported by the engagement of staff in professional learning in the effective implementationof the Nationally Consistent Collection of Data (NCCD). Students have also benefited from improved access to learningtechnologies to support their capacity to connect, succeed and thrive.

In the School Excellence Framework domain of Teaching the school has collected evidence to justify assessing ourperformance as Delivering. Data and documentation from TTFM, NCCD, Student profiles, VET audit,Attendance/Retention records, Suspensions, Quality Teaching Rounds, BOSTES Accreditation, NAPLAN, StudentTransition programs and staff surveys have been reviewed and presented in the form of Evidence Sets focussing on keyareas of school operation, namely Learning Support Team, Staff Professional Learning, Communication, Welfare andDiscipline and Student Learning. Our major focus has been on collaborative practice for staff members. The vehicleused to support staff in developing effective classroom practice has been Quality Teaching Rounds. This model, basedon the Quality Teaching pedagogy, allows all staff access to best practice and is the framework underpinning each staffmembers’ performance and development goals. All staff have successfully engaged with the newly introducedPerformance and Development Framework (PDF) and a strong culture of collaborative practice with a focus onmentoring and coaching support is developing as a result. The school engages effectively with the Lakes LearningCommunity through a comprehensive transition program. This program supports the learning and welfare needs ofstudents as they move into high school.

In the School Excellence Framework domain of Leading our school has collected evidence to justify assessing ourperformance as Delivering. Data and documentation from TTFM, Quality Teaching Rounds, PDPs, BOSTES TeacherAccreditation, Financial/Teaching/Technology resource management have been reviewed and presented in the form ofEvidence Sets focussing on key areas of school operation, namely Learning Support Team, Staff Professional Learning,Communication, Welfare and Discipline, Resource Management, Leadership and Student Learning. Priorities have beento progress leadership and management practices and processes. A strong ethos of leadership capacity building iscentral to school culture and enhances progress to achieving school excellence. Opportunities for purposeful leadershiproles have resulted in a wide–spread commitment to distributed leadership for both staff and students. Systems forimproving communication, professional learning and resource management continue to develop and support staff in theirleadership roles in the school.

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Developing successful lifelong learners

Purpose

To provide a learning environment that fosters high expectations and that supports all students to maximise their learningoutcomes by developing their skills in literacy, numeracy and ICT.

Overall summary of progress

Continued implementation of the NCCD and Learning Support Team interventions (with recommendations) haveprovided staff with additional guidance on how they can differentiate learning to the individual needs of students. Wherestudents have shown that they are better focussed on their learning this has resulted in improved behaviour in theclassroom. This has enabled staff to provide a stronger, more focused level of support for individual students. There hasbeen a focus on raising expectations of better student attendance as better full day attendance leads to improved studentoutcomes. The increased focus of school resources on improving literacy and numeracy outcomes has had mixedsuccess. Of most concern is the large number of students in Year 9 who have not met the Literacy and Numeracytargets.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

50% of Year 9 (47.5% in 2015)will achieve expected or aboveexpected growth in ReadingNAPLAN testing.

46.9% of students in Year 9 achieved at orabove expected growth in Literacy NAPLANtesting.

$11735 (using Englishlanguage proficiencyfunding)$98000 (usingsocio–economicbackground funding andAboriginal backgroundfunding)

54% of Yr 9 (51.7% in 2015) willachieve expected or aboveexpected growth in NumeracyNAPLAN testing.

44.8% of students in Year 9 achieved at or aboveexpected growth in Numeracy NAPLAN testing.

See above

Increase number of studentsachieving in top 2 bands Year9 Reading NAPLAN. 4.4% (2015)to 7% (2016).

The number of students in the top 2 skill bands for2016 was 10.8%, exceeding the target of 7.0%

$65000 (usingsocio–economicbackground funding)

Increase number of studentsachieving in top 2 bands Year 9Numeracy. 8% (2015) to 10%(2016).

The number of students in the top 2 skill bands for2016 was 4.0%, not meeting the target of 10.0%

See above

Nationally Consistent Collectionof Data (NCCD) process showsthat the learning needs of allstudents with a disability areaccommodated, documented andcommunicated to parents.

All students with diagnosed and undiagnoseddisabilities are support through the LearningSupport Team. These students are provided with aLearning Adjustment Plan or Individual EducationPlan.

See above

Less than 15% of resultsachieved in HSC are bands 1 or2. (29% in 2015)

31.8% of students achieved at bands 1 or 2 in theHSC. This did not meet the target of less than 15%but was similar to the results of 29% in 2015.

See above

Increase number of Aboriginalstudents in the top two Year 9NAPLAN bands in Reading andNumeracy from 15% (2013/2014baseline) to 21% in 2017 and25% in 2019.

In Year 7 Reading and Numeracy, 11.1% ofAboriginal students were in the top 2 skill bands. Anincrease of 0.0% from 2015.

See above


Next Steps

Continue to work with the Lakes Learning Community schools to increase focus on staff capacity to use data to moreeffectively target students requiring support and deliver explicit literacy and numeracy teaching.

To increase the number of students achieving band 8 or above in Year 9 NAPLAN. Target professional learning inMathematics faculty and across all KLA's in Literacy.



Developing high performing staff

Purpose

To develop a collegial community of educators demonstrating curriculum innovation, quality teaching and leadershipcapability that inspires learning.


Quality teaching and the use of effective feedback have continued as key professional learning areas for 2016. Thenumber of staff involved in the Quality Teaching Rounds process has increased and skill sets developed have enabledcontinued professional dialogue related to teaching and learning within the school. All teaching staff have articulated aPerformance and Development Plan (PDP) as part of the Performance and Development Framework and this hasindicated Professional Goals and Professional Learning to support those goals with evidence. The PDP was reviewedmid–year and annually. The School Excellence Framework has also provided a dialogue tool for staff to engage in highorder conversations around student learning and outcomes. Processes for ensuring all staff remain current with themandatory training requirements continue to improve.

Quality teaching is central to improving student learning. All teachers are preparing to or maintaining their professionalaccreditation with BOSTES. Achieving at the various accreditation levels offers teachers a chance to progressprofessionally, access support and be recognised for their skills.




Evaluation of professional goalsas articulated by staff in theirPerformance Development Planwill indicate success in moving toor achieving superior standardsof practice.

In 2016 all teaching staff had a performance anddevelopment plan (PDP) based on the newPerformance and Development Framework.

Evaluation of professional goals as articulated bystaff in their PDP will indicate success in moving toor achieving superior standards of practice.

$55103 ProfessionalDevelopment Funds

All staff will gain and maintaincertification in all aspects ofmandatory training.

During 2016 all staff continued to completemandatory training requirements including thoserelated to WHS, Code of Conduct, Child Protection,e–Emergency Care, Anaphylaxis e–learning,School Communities Working together and First Aid(selected staff).

See above

All teachers undertakingaccreditation are successful incompleting or maintaining theprocess.

Targeted programs are in place to support:teachers requiring accreditation and probationaryteachers, early career teachers, teacher leadersaspiring to higher levels of accreditation andpromotion, teachers who are experiencing difficulty.Leadership coaching and mentoring supportsaspiring and existing executive staff.

See above

$34917 Beginning TeacherFundng

The proportion of staff engaged inthe Quality Teaching Roundsprocess increases to 50%.( 34%in 2015)

How many trained in 2016 and what is the totalnow?

Quality Teaching Rounds are embedded as the keyvehicle for developing a culture of reflectivepractice.

Staff participate in professional and communitynetworks, forums and training to broadenknowledge and improve practice.

$30000 Quality TeachingRounds (from low–socioeconomic funding)


Next Steps

The continued development of staff as professional and effective practitioners is supported by Quality Teaching Rounds,the School Excellence Framework and Performance Development Framework.

Staff will continue to access training opportunities that link to their professional goals, incorporate the AustralianProfessional Standards for Teachers and align with the school plan. Selected staff to be identified and encouraged toapply for accreditation at higher levels.

All teaching and non–teaching staff will negotiate a performance and development plan (PDP) based on the newPerformance and Development Framework.



Developing high quality systems

Purpose

To enable the school to operate in a sustainable and efficient manner and to provide a quality learning environment anda collaborative school culture which values education, acceptance, endeavour and success.


Developing high quality systems enables a collaborative school culture that values learning and is focused on continuousimprovement. This relates to the leadership and management of the school, office administration, communicationsystems with and outside of the school, interaction with the greater learning community and outside service providers.

School communication processes continue to improve with a growing number of parents and students accessing schoolinformation via the school website, Facebook pages and SENTRAL portal.

Technology plays a vital role in the effective use of quality systems. Students are readily able to access the web so thatthey can interact live in the classroom to access data, video, and articles related to classroom subject matter. Access totechnology continues to improve as does the provision of hardware to support learning was improved. As with 2015student attendance continues to be monitored utilising additional staff and SENTRAL.




The student attendance rateincreases to 86% (82% in 2015).

The overall student attendance rate for 2016 was 88.4 %. This exceeds the school target and is closeto meeting the state DoE attendance rates. (Seestudent information data for further detail).

Measures of student classroomengagement (identified by TTFMdata) including: effectiveclassroom learning time (6.2/10),relevance (5.4/10) and rigour(5.8/10) improve to state average(6.3, 5.8 and 5.8 respectively.)

Students rated effective classroom learning time as6.1 (girls) and 6.2 (boys).

Students rated relevance as time as 5.6 for bothgirls and boys, which was an improvement from2015.

Students rated rigour as 5.6 (girls) and 5.8 (boys).

Transition program survey datashows that students and parentsvalue these programs.

Feedback from students, parents and partnerprimary school staff confirms that LMHS's transitionprogram is a valuable and effective model thatsupports Year 6 students moving to the high schoolsetting.

The percentage of studentsidentifying themselves as beingintellectually engaged increasesfrom 38%(current) to 46% (NSWaverage) as measured by theTTFM survey.

37% of girls and 38% of boys in this schoolacknowledged that they were intellectuallyengaged, remaining steady with 2015 data

The number of studentdisciplinary interventions resultingin suspension decreases by 10%.

This target has been met. Since 2014 there hasbeen a 30% a decline in the number ofsuspensions.

Next Steps

Staff continue to up–skill themselves to use SENTRAL as a tool that supports school organisation and studentmonitoring..


Staff become familiar with SALM and SAP tools to monitor finance, student attendance and welfare as part of theLearning Management & Business Reform (LMBR).

Use data and SENTRAL to improve student attendance particularly those students who are regularly late to school, havea less that 85% attendance rate and or are chronic non–attenders.

Ensure that the NESA (formerly BOSTES) N Award warning processes are used promptly and consistently to informparents and student of not meeting Course Completion Criteria. This is more important in the College Years 11 and 12..

Ensure that staff and students are taking full advantage of recent improvements in class learning time and learningculture.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Analysis of Aboriginal students' achievementin NAPLAN, HSC and internal assessment aswell as school welfare data showsincremental improvement in achievement ofacademic and social outcomes. This wasevidenced in Personalised Learning Supportfor Aboriginal students evaluation submittedto DoE and AECG as well as in ATSIEAPoutcomes report for 2016 Annual Report.

$34642 Equity loading.

$14187 PersonalisedLearning Support forAboriginal students

English language proficiency Report prepared by EALD/D teachers tabledat Learning Support Team meeting showingstudent achievement against EAL/D scales.

$11735

Low level adjustment for disability All initiatives to support students with anidentified disability are evaluated and reportedon in the 2016 Annual Report and the NCCDreport.

$314686

Socio–economic background Student welfare referrals and TTFM surveydata showed positive impact of engagingadditional welfare specialists.12 additional staff were trained andparticipated in peer observation using theQTR process.Student attendance monitoring improved.A career pathway plan was developed for themajority of senior students – feedbacksuggests that this process can be furtherdeveloped in 2017.Library technology centre furniture, equipmentan security was upgraded.The school computer network and laptop fleetare operating efficiently under the supervisionof the school technology manager.

$400703

Support for beginning teachers Relevant staff received release from face toface teaching as well as mentor support. Twoteachers are working towards accreditation atproficient standard while two staff areconsolidating their skills.

$21539


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 419 405 384 352

Girls 431 399 381 347

Student attendance profile

School

Year 2013 2014 2015 2016

7 88.9 92.2 88.7 91.2

8 84.8 86.1 85.3 89.9

9 83 84.8 81.9 88.9

10 81.2 81.4 77.8 86

11 82.7 83.7 77.6 89

12 82.1 88.1 83.1 84.8

All Years 83.9 85.7 82 88.4

State DoE

Year 2013 2014 2015 2016

7 93.2 93.3 92.7 92.8

8 90.9 91.1 90.6 90.5

9 89.4 89.7 89.3 89.1

10 87.7 88.1 87.7 87.6

11 88.3 88.8 88.2 88.2

12 90.1 90.3 89.9 90.1

All Years 89.9 90.2 89.7 89.7

Management of non-attendance

Overall Lake Munmorah High School's attendance datais slightly below State DoE data. It has, however,shown a significant upward trend over the past fouryears. This is particularly noticeable in Years 10 and 11and could be attributed to the compressed curriculummodel.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 27 18.3

Employment 0 12 24.1

TAFE entry 0 6.9 6.9

University Entry 0 0.7 32.1

Other 0 0 1.82

Unknown 0 0 16.1

Year 12 students undertaking vocational or tradetraining

In 2016, 25% of Year 12 students undertook at leastone vocational or trade training course. SchoolVocational Education Training (SVET) was delivered atthe school site while TAFE colleges delivered TVETcourses.

Year 12 students attaining HSC or equivalentvocational education qualification

98.0% of Year 12 students attained their HSC in 2016.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Head Teacher(s) 10

Classroom Teacher(s) 37.6

Learning and Support Teacher(s) 2.3

Teacher Librarian 1

School Counsellor 2

School Administration & SupportStaff

13.68

Other Positions 4.68

*Full Time Equivalent

5% of the workforce at Lake Munmorah High Schoolidentifies as Aboriginal. During 2016 there was a RAMEquity funded third Deputy Principal and a teacheremployed in a Student Services role.


Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 92

Postgraduate degree 8

Professional learning and teacher accreditation

Professional Learning and Teacher Accreditation

Deputy Principals, Mark Dehn and Leah Watts,coordinated and led professional learning at LakeMunmorah High School during 2016. A majorprocedural initiative that occurred in this year was thesignificant extension of leadership capacity with allexecutive joining the Professional learning team teamto approve professional learning activities in line withstaffs personalised Performance and DevelopmentPlan.

The allocated funding for Professional Learning for2016totalled $55,103 which were expended on trainingcourse fees, casual salaries, travel, accommodationand associated TPL in adherence to DoE policy.

Additional funds were allocated in 2016 to BeginningTeachers resource allocation of $34,917. BeginningTeachers funding focussed on TPL to continue toensure staff are delivering appropriate differentiatedcurriculum differentiation, curriculum mastery andbehaviour management was implemented in allsettings. A successful Induction Program was deliveredto all new staff to the school.

The school supplemented Professional Learning tofocus on Quality Teaching rounds. The expenditure of$31,970, funded from school funds, was in line with theschool strategic direction with the aim of supportingstaff in seeking and gaining professional feedback ontheir classroom delivery from a panel of teachers. Thisis the third year the program has run at LakeMunmorah High School.

Teacher Professional Learning during 2016 resulted inthe following outcomes:

All staff has a personalised Performance andDevelopment Plan(PDP). Access to training isapproved by the Professional Learning Team and takesinto account the executive support for thedevelopment. All staff has completed DoE mandatorytraining in WHS Induction, anaphylaxis, response,emergency care and child protection updates. TheLeadership team have been conscious to developleadership density within the school. Mentoring has

been significant, opportunities to relieve in higher dutiesencouraged as well as opportunities to gain KLA orleadership learning from networks outside the school.

Staff Development Days in Terms 1, 2 and 3 havefocussed on ongoing training in Literacy and Numeracywith a focus on writing. Team Building was also a focusof one day.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to 30th November, 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 539 970.10

Global funds 645 469.80

Tied funds 784 060.54

School & community sources 148 483.76

Interest 11 958.44

Trust receipts 15 455.85

Canteen 0.00

Total income 0.00

Expenditure

Teaching & learning

Key learning areas 3 015.25

Excursions 78 220.95

Extracurricular dissections 12 382.45

Library 0.00

Training & development 49 194.71

Tied funds 847 666.33

Short term relief 242 332.50

Administration & office 130 060.61

School-operated canteen 0.00

Utilities 79 845.33

Maintenance 102 115.12

Trust accounts 10 809.31

Capital programs 166 469.00

Total expenditure 0.00

Balance carried forward 0.00

A full copy of the school’s financial statement is tabled


at the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 toBand 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.



The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

SAMPLE AR pg 14? <Use this text box to comment onadditional State reporting requirements>

Delete text not required.

Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents/caregivers, students and teachers about theschool.

The school once again participated in the Tell ThemFrom Me (TTFM) survey. This survey provided valuablefeedback on what our students and parents/caregiversthink about school life, how engaged they are withschool and the different ways that teachers interact withthem.

Of the 620 students in the school that participated inthis survey between 20 March 2016 and 17 April 2016:

77% had medium to high levels of optimism in theschool environment

86% of students have a medium to high level ofhappiness with their life.

87% of students feel that they have a medium to highlevel of success with their school work.

60% 0f students at LMHS believe that education willbenefit them personally and economically compared to72% of the NSW Government norm.

Of the 44 staff respondents learning culture, teachingstrategies and school inclusivity were identified asstrengths of LMHS. Teachers identified feedback andhigh expectations as being effective in their classroom.Teachers link prior learning to current pedagogy andarticulate clear behaviour expectations in the


classroom..

A very small number of parent/caregivers participatedin the "Partners in Learning" Parent Survey and isviewed as too minimal a sample to provide and truepicture of community satisfaction.

Policy requirements

Aboriginal education

Overall,2016 has been an exceptional year for LakeMunmorah High School in terms of AboriginalEducation. We have implemented significant changesin terms of the cultural presence within the school.Some of the highlights for this academic year are:

We held our first NAIDOC Day celebration event inseveral years.

Established the first Aboriginal Education Team inseveral years.

Saw significant improvements in NAPLAN data throughthe Norta Norta Program and its literacy and numeracyintervention.

Successful implementation of the Strength Programand statistically significant improvements in studentattendance and behaviour data.

Established positive partnerships with several externalproviders and tertiary education institutions.

Recognised by District Office as demonstrating bestpractice in Aboriginal Education for our NAIDOCCelebration and the design and implementation of theStrength Program.

This year has been positive and we have madesignificant improvements in Aboriginal Education. Nextyear we aim to build upon the foundations of 2016 andcontinue to demonstrate best practice in AboriginalEducation.

Multicultural and anti-racism education

Lake Munmorah High School continued to focus oninclusive teaching practices which recognised andvalued the backgrounds and cultures of all students. The learning support team,under the leadership ofHead Teacher Welfare Ms Ironside also identifiedspecific EAL/D students to ensure that their educationalneeds were met, and that all staff recognised their rolein providing teaching and learning programs thatcatered for English language acquisition.

Students learning English as a second language wereprovided with appropriate support to develop theirEnglish language and literacy skills, so that they wereable to work towards fully participating in schooling and

achieving equitable educational outcomes. Consultantsand resources linked with English as an AdditionalLanguage or Dialect (EAL/D) student support wereemployed to develop EAL/D students' English languagecompetence and improve their learning outcomesthroughout the curriculum.

LakeMunmorah High School celebrates Harmony Dayevery year in March which coincides with the UnitedNations International Day for the Elimination of RacialDiscrimination. Ms Plane organised the 2015 event withthe theme ‘everyone belongs’. Students wereenthusiastic participants in the planned activities whichacknowledged Australia's diversity and celebratedcultural respect for all Australians.

The school Anti–Racism Contact Officer (ARCO), MsRussell, was one of three staff trained to mediateincidents, collaborate with parents/caregivers and staff,and educate students to ensure that all racially basedharassment was addressed in accordance with theschool conflict resolution policy.

Other school programs

Quality Teaching Rounds

Quality Teaching Rounds (QTR) is a process designedto support improvements in teaching across the schoolby creating links between individual classroom practiceand school wide teaching practices. The roundsprocess supports participants to develop commonunderstandings of effective teaching and learningthrough the use of agreed protocols to observeclassrooms and develop collective expertise in analysisand feedback.

Twelve teachers and head teachers, representing arange of faculty areas, worked in partnership with theFaculty of Education from the University of Newcastleto train and participate in Quality Teaching Rounds atLake Munmorah High School during 2014.

A further eight teachers and head teachers participatedin training in 2015 and the two groups were combinedto form five groups of four. Each Quality TeachingRound group was comprised of a head teacher and atleast one experienced QTR participant. The groupswere also formulated to ensure that they were mixedgender, contained mixed faculty areas, and that theinitial 2014 group members were now in teams withnew people.

Head Teacher Mr Rosser supervised the round processwhich involved staff engaging inprofessional readings,group discussion, teaching demonstrations,observations, coding and feedback. Rounds werecompleted in Terms 1, 2 and 3.


Positive feedback from participants has ensured thatQuality Teaching Rounds continue to be an integralcomponent of Strategic Direction 2 of the school plan,with further staff development and rounds anticipatedfor Term 2 2016.

Youth Health Clinic

LakeMunmorah High School, in partnership withCentral Coast Local Health District (CCLHD)offers ourstudents and young people from our local area a free(bulk billed)youth health clinic based on our school site.This partnership, established inlate 2014, is a groundbreaking endeavour as it is the first such cliniclocatedon a NSW Department of Education school site tooperate within schoolhours.

ALocal Area Health nurse and private practice doctoroperate this medicalservice. The cost of prescriptionmedication is charged to CCLHD in partnershipwithlocal pharmacies.

In2015 the LMHS Youth Health Clinic was representedat the National Youth HealthConference in Melbourneby LMHS staff member, Ms Fitzgerald and the ManagerofCCLHD Youth Health Service, Dr Lane, as anexceptional example of health andeducational agenciescombining to provide outstanding well rounded healthcareto young adults. In 2015 the clinic was open thirtysix weeks (Wednesdays9:30am to 2pm) and overall atotal of two hundred and fifty three appointmentswerescheduled by enrolled students, past students andyoung adults from thelocal community.

Student Services Support

Student Services Support is a school fundednon–teaching position that was created at LakeMunmorah High School in 2015. The position plays animportant role in the school and works closely withSenior Execute and the Head Teacher Welfare tosupport the overall wellbeing of all students at LakeMunmorah School. Responsibilities of Student ServicesSupport is assessing students welfare needs andmaking the appropriate referrals, coordination of theYear 6 to 7 Transition Program, coordination of theSchool Merit System, coordination of Year GroupWellbeing Days, management of student health careplans, coordination of the GP Youth Health Clinic,supporting the Deputy Principals in the review ofstudent welfare data, management of the school timeout card process, supporting the Conflict ResolutionTeam and play an important role in both the SchoolWelfare Team and the Learning and Support Team.

The Student Services Support role now also managesWhole School Attendance. This involves thecoordination of the Phone Intervention Program, YearAdvisor Intervention, SASS Intervention, conducting ofparent phone calls, student/parent interviews, HSLOmeetings, submitting HSLO referrals, support HSLOCaseload students, referring Educational Neglect to

FaCS and analysing student attendance data.


Documents

2016 Lake Munmorah High School Annual Report · 2017-05-02 · On 16th€August 2016 our school will participate in external validation. ... (Resources) 50% of Year 9 (47.5% in 2015)